Intervención psicopedagógica para la inclusión y perfil del docente parvulario
Archivos
Fecha
2012
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad de Guayaquil. Facultad de Filosofía, Letras y Ciencias de la Educación
Resumen
El Gobierno Nacional a través del Ministerio de Educación, ha delineado
acciones tendientes a responder a las necesidades de los estudiantes
actuales, con los retos que esto presupone, con sus necesidades
particulares. Esto se lo ha hecho a través de la inclusión educativa en
todos los establecimientos y que respondan a las necesidades y a las
demandas y particularidades de las poblaciones vulnerables, mediante la
flexibilización de programas, proyectos, currículos y el desarrollo de
modelos educativos que apoyen los potenciales individuales, con la
participación de diferentes estamentos de la sociedad. Las escuelas, son
las primeras que deben hacer énfasis en la tolerancia, respeto entre todos,
aspectos básicos para el desarrollo del autoestima propio y de los demás.
En la actualidad se vive un proceso muy complejo en nuestro sistema
educativo, que implica cambios radicales en el ámbito de lo conceptual, de
lo metodológico y de lo organizacional para establecer otras pautas de
intervención psicopedagógicas en las instituciones educativas de los
diferentes niveles, que fundamentalmente se dirigen a la creación de
condiciones que favorezcan la inclusión de personas con necesidades
educativas especiales a la educación. La dificultad de este proceso, entre
otras dificultades, se caracteriza por lograr un consenso, principalmente
entre quienes están involucrados más directamente, sobre los conceptos
básicos que han de permitir la comprensión de lo que representa, para la
comunidad educativa y para la sociedad en general, la atención a las
necesidades educativas especiales en el contexto de una institución
incluyente y con base en el principio de una educación para la diversidad.
Sin embargo, esto representa un gran reto a los docentes quienes su
formación fueron encaminados a estudiantes regulares, por lo que conlleva
un enorme cambio en las adaptaciones curriculares, con niños con
diversidad de necesidades educativas. La propuesta de un cambio
generalizado, operativizado es uno de los objetivos de este proyecto de
investigación.
The national government through the Ministry of Education has outlined actions to meet the needs of today's students with the challenges that this implies, with their particular needs. This is already done through inclusive education in all establishments and meets the needs and demands and characteristics of vulnerable populations, by relaxing programs, projects, curricula and developing educational models that support the potential individual, with the participation of different sectors of society. Schools are the first that should emphasize tolerance and respect among all basic aspects for the development of self esteems themselves and others. Today we live a very complex process in our educational system, which involves radical changes in the realm of the conceptual, methodological and what the organization to establish other guidelines psychoeducational intervention in educational institutions of different levels, mainly are aimed at creating conditions that favor the inclusion of people with special needs to education. The difficulty of this process, among other difficulties, is characterized by consensus, especially among those most directly involved, the basic concepts that will enable an understanding of what it represents, for the educational community and society in general attention to special educational needs in the context of an inclusive institution and based on the principle of education for diversity. However, this represents a great challenge to teachers who were sent to their training regular students by leading to an enormous change in curriculum adaptations, children with diverse educational needs. The proposal for a general change, operationalized is one of the objectives of this research project.
The national government through the Ministry of Education has outlined actions to meet the needs of today's students with the challenges that this implies, with their particular needs. This is already done through inclusive education in all establishments and meets the needs and demands and characteristics of vulnerable populations, by relaxing programs, projects, curricula and developing educational models that support the potential individual, with the participation of different sectors of society. Schools are the first that should emphasize tolerance and respect among all basic aspects for the development of self esteems themselves and others. Today we live a very complex process in our educational system, which involves radical changes in the realm of the conceptual, methodological and what the organization to establish other guidelines psychoeducational intervention in educational institutions of different levels, mainly are aimed at creating conditions that favor the inclusion of people with special needs to education. The difficulty of this process, among other difficulties, is characterized by consensus, especially among those most directly involved, the basic concepts that will enable an understanding of what it represents, for the educational community and society in general attention to special educational needs in the context of an inclusive institution and based on the principle of education for diversity. However, this represents a great challenge to teachers who were sent to their training regular students by leading to an enormous change in curriculum adaptations, children with diverse educational needs. The proposal for a general change, operationalized is one of the objectives of this research project.
Descripción
PDF
Palabras clave
POBLACIONES VULNERABLES, NIÑOS CON NECESIDADES EDUCATIVAS ESPECIALES